Copy or Not to Copy & Fear vs Courage

 Learning Forward Saturday

Continue reading “Wanted Back-bencher and Last-ranker Teacher” and discuss its themes.

Key Takeaways

• Roma’s Strategy: To motivate her difficult class for a presentation, Roma shared her own past struggles with stage fright and low confidence. This humanised her, building trust and showing that overcoming fear is possible.

• Cheating Dilemma: A student’s detailed advice on how to cheat effectively prompted a discussion on integrity, highlighted by Roma’s decision to refuse a leaked exam paper in high school.

• Public Speaking as a Skill: Roma reframed the upcoming assembly as a crucial opportunity to develop critical thinking, verbal skills, and confidence, directly addressing students’ anxieties.

• The “Air Hostess” Experiment: To cure her stage fright, Roma applied for an air hostess job. She passed the interview by mastering facts, proving that deep knowledge, not a memorised script, is the key to confident communication.

Topics

Context: “Wanted Back-bencher and Last-ranker Teacher” by Kavita Ghosh

• The group is reading a book about Roma, an unconventional teacher who joined the profession for a certification, not by choice.

• The book’s title comes from a school advertisement, reflecting Roma’s non-traditional background.

Chapter: To Copy or Not to Copy

• During exams, students asked if Roma ever cheated.

• Roma admitted to being caught once, prompting a student (Jeevan) to offer detailed advice on how to cheat effectively.

• The Dilemma: Roma’s best friend, Rubina, offered her a leaked Class 12 board exam paper.

• The Decision: Roma refused to look at the paper, choosing integrity over a guaranteed high score.

• The Outcome: She never regretted the decision, finding deep satisfaction in earning her marks honestly.

• Invigilation Tactic: Roma used a non-confrontational approach during an exam, returning dropped papers to students without accusation.

  • Rationale: This gave students the “benefit of the doubt” while subtly signalling she was aware of their attempts to cheat.

Chapter: Fear vs Courage

• Staff Room Discussion: A colleague (Sumita) expressed doubt that Roma’s difficult class could deliver a successful assembly presentation.

  • Topic: “A Leader knows the Way, Goes the Way, and Shows the Way” (John C. Maxwell).

• Student Anxiety: Roma’s students were anxious, recalling a “disastrous” presentation last year that left them feeling ridiculed and humiliated.

• Roma’s Framing: Roma reframed public speaking as a vital life skill for:

  • Developing critical thinking

  • Fine-tuning verbal and non-verbal skills

  • Overcoming stage fright

• Roma’s Personal Story: To build trust, Roma shared her own history of stage fright.

  • The Failure: At 15, she froze during an inter-school debate, unable to recall her prepared speech.

  • The Experiment: To overcome this, she applied for an air hostess job.

    • Method: She mastered all facts about the airline and aviation industry.

    • Result: She passed the interview, proving that deep knowledge, not a memorised script, builds confidence.

  • The Insight: Public speaking is about connecting with people using relevant information, not just delivering a speech.

• Arctic Air Interview: Roma later faced a group discussion (GD) for a corporate internship.

  • Topic: “Women deprive men of jobs.”

  • Challenge: She had to navigate a competitive environment with 35 other applicants, including university debaters.

Next Steps

• Participants: Reflect on personal experiences with public speaking or integrity and share them with the group.

• Group: Meet next Saturday at the same time to continue reading.

• Group: Note the time change for the session after schools reopen in July.

Learning Forward Saturday

Learning Forward Saturday, to introduce a practical, object-based teaching methodology for language and other subjects.

Key Takeaways

Adopt the LSRW Sequence: Teach language naturally by following the sequence of Listening, Speaking, Reading, then Writing. This builds a strong oral foundation before introducing literacy.

Use Everyday Objects for Multidisciplinary Lessons: A single object (e.g., a soap carton) can serve as a rich teaching aid across multiple subjects (Language, Math, Science, Economics), making lessons engaging and practical.

Integrate Fine Motor Skills with Language: Simple dexterity activities like tearing paper build pencil grip while simultaneously teaching new vocabulary through repetition and context.

Invite a Numeracy Expert: Neelashi will invite a Palampur-based organisation to speak on developing math teaching aids from recycled materials, a key need for early learners.

Topics

The Natural Language Acquisition Sequence (LSRW)

Problem: Traditional teaching often reverses the natural learning sequence, forcing writing before students have a strong oral foundation.

Solution: Follow the natural order of language acquisition:

Listening: The receptive skill provides the necessary input for speaking.

Speaking: The active, reciprocal skill; imitation of what is heard.

Reading: Requires a pre-existing vocabulary bank to be meaningful.

Writing: The final, most complex skill, which should progress from calligraphy to meaningful, independent composition.

Teacher's Role: Teachers are the primary language models; their clear pronunciation and consistent use of the target language are critical for student imitation.

Object-Based, Multidisciplinary Teaching

Method: Use a single, familiar object to create lessons across multiple subjects.

Example: Soap Carton

Language: Comprehension questions (name, colour, shape), vocabulary (germs, bacteria), and creative writing.

Math: Shapes (rectangle), perimeter, area, price comparisons.

Science: Ingredients, chemical combinations, hygiene.

Economics: Manufacturing location, pricing strategies (e.g., "buy one, get one").

Teacher Application Examples:

Air Freshener (Mamata): Describe the object, discuss its purpose, then write an essay.

Tiffin Box (Gulabee): Discuss its importance, then use it as a prompt for creative writing.

Toothbrush/Toothpaste (Lalita): Describe the objects, their function, and the importance of hygiene.

KG Toys (Saroj): Use toys to teach colours, shapes, and comparative language (e.g., "this is bigger").

Integrating Fine Motor Skills with Language

Problem: Students in mixed-age KG groups may have varying levels of writing readiness.

Solution: Use dexterity activities to build pencil grip and vocabulary simultaneously.

Activity Example: Paper Tearing

Action: Tearing paper.

Language: Repeat commands like "Tear the paper," "Apply the glue," "Stick the paper."

Rationale: This method teaches vocabulary through context and repetition, avoiding the need for translation.

Numeracy Development Resources

Need: Effective methods for teaching foundational math concepts (e.g., place value) to early learners.

Resource: A Palampur-based organisation that creates math teaching aids from everyday, discarded materials.

Action: Neelashi will contact the organisation to arrange a session for the teachers, leveraging the program's CSR status to secure a free or low-cost talk.

Next Steps

Brinda: Send Neelashi the contact information for the Palampur-based numeracy organisation.

Neelashi: Contact the organisation to arrange a session on math teaching aids.

Teachers:

• Practice the object-based lesson planning method.
• Post questions and ideas to the WhatsApp group for feedback.

Learning Forward Saturday

The meeting focused on classroom management and lesson planning, with teachers discussing the importance of incorporating relaxation exercises and establishing stable camera positions for effective communication. The group explored storytelling as an educational tool, with discussions about incorporating various activities to enhance language learning and teaching methods for both Hindi and English. Teachers shared experiences and ideas for creating engaging lesson plans, emphasising the importance of planning, collaboration, and incorporating different activities to support students' language development and overall learning experience.

Next steps

• Sunita: Send photos of textbooks to Neelashi after today's session and before the next session
• Sunita: Complete the story by writing on the back of the drawing in pencil, add a title page, and create a storybook
• All teachers: Complete LSRW lesson plan activities based on their stories by 3:30 and post photos to the WhatsApp group
• Sunita: Make corrections to the lesson plan and post an updated photo to the WhatsApp group after incorporating feedback
• Lalita: Contact Neelashi after class to discuss something personal
• All teachers: Bring 1-2 books from the school library for next week's session to use in lesson planning
• All teachers: Post their completed LSRW lesson plans to the WhatsApp group if not already done

Summary

Classroom Management and Mindfulness Training

Neelashi led a meeting with teachers to discuss classroom management and lesson planning. She instructed the teachers to set up their cameras in a stable position, similar to Sunita's setup, to facilitate communication during the session. Neelashi emphasised the importance of relaxation and mindfulness exercises, including deep breathing and focusing on positive thoughts. She encouraged the teachers to share their experiences and contribute to the group's collective goal of supporting each other and making a positive impact on children's lives.

Storytelling in Education Initiatives

The meeting focused on storytelling and its importance in education, with Diana from PYDS introducing the organisation's mission to provide quality education, nutrition, and support to underprivileged children, particularly girls. Sunita emphasised the significance of collaborative work among teachers and introduced a storytelling session, encouraging participants to create lesson plans and storybooks that incorporate listening, speaking, reading, and writing skills. Gulabee highlighted the importance of personal feelings and expressions in children's learning. At the same time, Neelashi emphasised the importance of modelling language skills and incorporating moral lessons into storytelling to enhance children's intelligence and confidence in their abilities.

LSRW Lesson Plan Development

Neelashi guided the group on creating lesson plans for Listening, Speaking, Reading, and Writing (LSRW) activities. She instructed everyone to develop their own stories and use them to plan activities related to each LSRW component. Gulabee and Sakshi confirmed their understanding, while Rahima was asked to create activities based on her story. Neelashi emphasised the importance of planning and set a deadline of 3:30 for submitting the plans, along with photos of the completed work.

Story Writing Activity for Teachers

Neelashi discussed a story-writing activity with teachers, explaining that they should write a story and then have students listen to it. She instructed the teachers to unmute themselves for the discussion and to avoid confusion. Sakshi asked a question about how to proceed with the activity, and Neelashi clarified that they should use the story as a basis for discussion with students in their age group.

Educational Exercises and Hindi Teachers

The meeting focused on planning educational exercises and activities for students, with discussions about incorporating Hindi teachers into the project. Neelashi emphasised the importance of including various activities and suggested that teachers could share their ideas through WhatsApp groups. She also requested participants to turn on their cameras during the session and post updates in the group. Neelashi mentioned that she would select one teacher to summarise the activities related to listening, speaking, reading and writing, and she asked for feedback from participants, such as Lalita, Rahima, and others.

Enhancing Language Learning Through Activities

Neelashi and Sunita discussed the importance of incorporating various activities into the LSRW (Listening, Speaking, Reading, and Writing) framework to enhance language learning. They emphasised the need for students to understand the context of what they read and to practice speaking by connecting with nature. Sunita suggested using many scripts and listening exercises to help students better comprehend and articulate their thoughts. Neelashi agreed on the importance of speaking and reading skills, emphasising the need for students to grasp the whole meaning of what they read and relate it to their personal experiences.

Enhancing Engaging Lesson Plans

Neelashi and Sunita discussed lesson planning and teaching strategies, focusing on making lessons more engaging and interactive. They explored ideas such as incorporating interesting writing tasks and utilising visual aids to maintain student interest. Neelashi suggested making minor changes to Sunita's lesson plan and emphasised the importance of planning. Sakshi joined the conversation later, sharing her experience of adapting a lesson plan for a school and discussing the challenges faced by teachers.

Enhancing Student Engagement Strategies

The teachers discussed various teaching methods, focusing on activities like drawing, reading, and writing to engage students. Gulabee shared a story about an elderly woman and her relatives to illustrate how children can identify with characters in stories. They discussed how to incorporate speaking and writing exercises into the classroom, encouraging students to express their feelings and develop their language skills. Neelashi emphasised the importance of allowing students to work at their own pace and not focusing too much on perfectionism.

Enhancing Language Teaching for Children

The meeting focused on language teaching methods, particularly for teaching Hindi and English to children. Priyanka shared her experience learning the Ramayana and Mahabharata to children, emphasising the importance of connecting characters to natural elements and helping children understand and use vocabulary in everyday language. Neelashi emphasised the importance of teachers developing language skills beyond grammar, encompassing listening, speaking, reading and writing. The group also discussed the importance of libraries in schools and the need for teachers to share lesson plans and ideas with one another.

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Building Confidence in Speaking - Shalu Sharma

Building Confidence in Speaking - posted by by Manisha Khanna

Children learn best when they are given the freedom to choose and express themselves. It was observed that during the activity, participation was very high. The children enjoyed receiving stars and tokens, which motivated them to share their answers eagerly. They spoke more, tried using different words, and seemed happier and more confident

Shalu Sharma 

Sunbeam School Bhagwanpur

Joy Of Learning

 

Joy Of Learning blossomed once I discovered the idea of the Heart Tree, thanks to my Coach and colleague, Venus Upadhayaya.

Life is learning, and learning is life! Every day and every minute counts, and the experiences shape us. Have you ever wondered what this joy of learning is?

Talking about schools, schooling and what goes into making a good school, the rise of liberal arts education, the learning process has to evolve to keep up with the times. Over three decades of working with schools and travelling worldwide to understand how we learn have been my life's key driver for happiness.

After visiting countries from the east to west, including Singapore, Finland and the USA, looking at the way children learn and what makes the joy of learning come alive at schools, I thought it all begins with reading. It is not about print or digital, as the art of reading alone helps children pick up skills for life. They experience values and virtues working with mentors and peers, adding value to the school curriculum.

The 6 C's:  Critical thinking; Creativity; Collaboration; Communication; Character; and Citizenship. When you read, your imagination makes you think; this is step one for any action. Today, with fleeting attention and the lack of retention, we must focus on the mind, consciousness and thought. Our thought must govern our actions, and we are in times of knee-jerk reactions, which leads to a lack of trust and questioning relationships.

How do we move from critical thinking to good Citizenship? The answer lies in spreading the joy of learning and focusing on reading, writing and speaking. You will say this happens at school, and I disagree. Many first-generation schoolgoers, our young people, have yet to have the privilege of listening and learning from family members as in the last century. There is a need for good mentorship and role models. It is not easy to find an adult who will be a voracious reader, our teachers at schools are all from the school systems where they have relied only on rote learning, and the need for reading beyond the text and sharing stories seems alien to most.

With over thirty years of working with schools and focusing more on schooling, my experience reaffirms that we must empower every individual with personal and social development. It is only possible if they experience the joy of learning and are good at reading, writing and speaking. To prepare a child to face the world, we must first read as a family, community, and nation. It is essential to be with a book and delve deeper within. The power of reading will shape our speaking in turn.

Today we must look at reading, writing and speaking as skills for life. Please understand the medium and language; read what you enjoy and with leisure. Reading newspapers and magazines adds to our knowledge of society and gives us information. The application of knowledge is crucial for us to be better educated. Talking about education and learning, we need to grow as a nation of righteous citizens, and this will make India a nation of thinkers and doers.

The New Education Policy focuses on learning beyond needing marks or merit. Happy teachers will alone help transform the education system. The teachers first need to experience the joy of learning - reading, writing and speaking, which will empower them with their personal and social development and help them become the role models we need for our young people. Literacy and numeracy are not the best measures for learning. The passion for reading, writing and speaking should be the way forward.

As an author and a practitioner of experiential learning, reading is necessary and part of my everyday life. Parents and adults request me for the success mantra for children. They even ask for tuition and remedial beyond the school system. My only answer is that every child must read to lead. It begins with the people the child lives with and unconditionally accepts as role models. Anyone who reads will be able to write and speak. They will experience the joy of learning. 

The last few months have been full of literary festivals and book fairs. Seeing young people throng the stalls at literary events has been an absolute pleasure. Speaking with young people and looking at how we publish quality books in our country has given me tremendous hope for the future of reading and the joy within.

"Don't just teach your children to read…Teach them to question what they read. Teach them to question everything". George Carlin

The joy of learning is an extensive and profound learning experience that immerses us in a model of inquiry and problem-based learning. Looking back at the story of India, a civilisation rich with literature and how we learnt for generations, you will find that reading alone is at the core of the joy of learning. Read-aloud sessions begin education and form a narrative for a life full of knowledge.

- Sandeep Dutt focuses on school transformation, emphasising culture as a service. Over 30 years of experience have empowered thousands of teachers and touched the lives of nearly a million children.

Image courtesy Venus Upadhayaya, from her training session at the DBN Schools in Jammu, India.

The Print published this post

https://theprint.in/yourturn/subscriberwrites-liberal-arts-education-has-to-continuously-update-itself-for-better-impact/1435203/

Freedom and Peace - Jaspreet Kaur

Freedom means we can do anything according to our abilities and inner potential. There are numerous instances where I felt that my potential was not encouraged during my school period. Here I would like to write about 3 Instances as a student where I felt that more freedom at my disposal would be allowed me to realize my potential in a better way: - 

1st Instance- During my school Sports Meet, my teachers always selected a few students who were their favourites in various games. They never gave me a chance to explore my skills in badminton. Although I played with my friends and brother in the evening and always won, my sports teacher never gave me a chance to show my talent in school. My parents also requested them, but they always ignored their pleas. I still think I might be a good player if my teacher showed trust in me and if they gave me the freedom to play on the ground. I knew many of my friends too, who were very good and never got a chance to play at State or National level.

2nd Instance- I was not very good at Art as my art teacher never encouraged my artistic skills. It is the moral duty of every teacher to give equal chances to every student, whether they have some incapabilities. Real teachers always teach from the heart, not from any book. Whenever I did something wrong in my drawing book, my teacher scolded me and said, “Never try to do art; you can’t do it”. Gradually, I lost interest and still couldn’t draw anything confidently.

3rd Instance- As a student, I always hesitated while speaking in mike as my teachers never motivated me to speak in morning assemblies or functions. Mostly they have chosen monitors of the class or some favourite learners.  Today’s scenario has totally changed. Now teachers give a chance to each and every student. They give freedom to everyone to explore their hidden potential. In our school, we also give the whole class chances and help them be confident. We are promoting SDG goal number 4, Quality Education.

Causes people to give us peace and adopt violence: -

Peace is a situation or period in which there is no war or violence in a country or area. There are numerous reasons that people adopt violence and give up peace. The primary reason for the violence is now people have less patience than before. Young people can’t tolerate any suggestion given by their parents.

The next reason is work pressure and frustration; when people feel overburdened, they adopt violent methods. Moreover, disagreements in opinions also play a vital role in adopting violence and giving us peace. Teachers play a crucial role in the classrooms and in society. When there is any conflict between students, teachers must counsel them by giving real-life examples where small conflicts lead to violence. In this way, they can understand the significance of peace in society. Teachers must share meaningful folktales related to freedom and peace in the classrooms. During Assemblies, teachers can share keywords and names of persons who receive Nobel peace prizes. The biographies can be shared, for instance – The biography of Malala Yousafzai, Nelson Mandela and Mother Teresa. Teachers must connect some lessons with peace. In our school, we connect our lessons with SDGs. We are promoting SDG goal 16 Peace, Justice and Strong Institution.

Jaspreet Kaur 

Kamla Nehru Public School, Punjab

Think before you Speak - Shivani Rao

Courtesy: mediawebapps.com

Speaking before you think is a bad habit that can get you into trouble and hurt you in the most important areas of your life. Relationships will suffer or end, your career will be stalled at a level far below your talents, and most importantly, you will have little confidence in yourself.

Your speech shapes your life. Time and again you find yourself in situations where the outcome depends on what you say and how you say it. Your words are a reflection of who you are. If your words are getting you into trouble, you’re showing others the very worst parts of you. You’re presenting yourself as being thoughtless, careless or just plain hurtful.

Not only do your words create a positive or negative reaction in the world around you; your speech influences your thinking and can alter the course of your future.  When your words are harsh, negative, inconsiderate, or judgmental then these are the aspects of your experience that are emphasized. It won’t be long before you have developed the habit of always focusing your thoughts on the darker side of life. 

If you speak before you think about what you’re going to say, you do not take the time to consider what words you will use, what these words will mean to another person, or how they will feel about what you’re saying. You are also not thinking about what these words say about you as a person or about all of the good things you may be neglecting to focus on.

Courtesy: https://glenora.net/think-before-you-speak/

Shivani Rao

The Fabindia School

sro@fabindiaschools.in